Ohio State Standards for Language Arts: Grade 12

Currently Perma-Bound only has suggested titles for grades
K-8 in the Science and Social Studies areas. We are working on
expanding this.

OH.1.
Phonemic Awareness, Word Recognition and Fluency: Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

1.A.
This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade.

OH.2.
Acquisition of Vocabulary: Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

2.A.
Verify meanings of words by the author's use of definition, restatement, example, comparison, contrast and cause and effect.

2.B.
Distinguish the relationship of word meanings between pairs of words encountered in analogical statements.

2.C.
Explain the influence of the English language on world literature, and popular culture.

2.D.
Apply knowledge of roots, affixes and phrases to aid understanding of content area vocabulary.

2.5.
Grade Level Indicator: Tools and Resources: Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

OH.3.
Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies: Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

3.3.
Grade Level Indicator: Self-Monitoring Strategies: Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text.

3.5.
Grade Level Indicator: Independent Reading: Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).

OH.4.
Informational, Technical and Persuasive Text: Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

4.A.
Analyze the features and structures of documents and critique them for their effectiveness.

4.B.
Identify and analyze examples of rhetorical devices and valid and invalid inferences.

4.C.
Critique the effectiveness and validity of arguments in text and whether they achieve the author's purpose.

4.D.
Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

4.E.
Analyze an author's implicit and explicit philosophical assumptions and beliefs about a subject.

4.1.
Grade Level Indicator: Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches.

4.2.
Grade Level Indicator: Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience.

4.3.
Grade Level Indicator: Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

4.6.
Grade Level Indicator: Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences.

4.7.
Grade Level Indicator: Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable.

OH.5.
Literary Text: Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author's use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

5.A.
Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.

5.8.
Grade Level Indicator: Evaluate ways authors develop point of view and style to achieve specific rhetorical and aesthetic purposes (e.g., through use of figurative language irony, tone, diction, imagery, symbolism and sounds of language), citing specific examples from text to support analysis.

OH.6.
Writing Process: Students' writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

6.A.
Formulate writing ideas, and identify a topic appropriate to the purpose and audience.

6.B.
Select and use an appropriate organizational structure to refine and develop ideas for writing.

6.C.
Use a variety of strategies to revise content, organization and style, and to improve word choice, sentence variety, clarity and consistency of writing.

6.6.
Grade Level Indicator: Drafting, Revising and Editing: Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing.

6.8.
Grade Level Indicator: Drafting, Revising and Editing: Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures.

6.9.
Grade Level Indicator: Drafting, Revising and Editing: Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice.

6.11.
Grade Level Indicator: Drafting, Revising and Editing: Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure.

6.12.
Grade Level Indicator: Drafting, Revising and Editing: Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts.

6.17.
Grade Level Indicator: Publishing: Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product.

OH.7.
Writing Applications: Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

7.A.
Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life.

7.B.
Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author's use of stylistic devices and effects created.

7.C.
Produce functional documents that report, organize and convey information and ideas accurately, foresee readers' problems or misunderstandings and that include formatting techniques that are user friendly.

7.D.
Produce informational essays or reports that establish a clear and distinctive perspective on the subject, include relevant perspectives, take into account the validity and reliability of sources and provide a clear sense of closure.

7.E.
Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or cause-effect reasoning.

7.1.
Grade Level Indicator: Write reflective compositions that: use personal experiences as a basis for reflection on some aspect of life; draw abstract comparisons between specific incidents and abstract concepts; maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and move from specific examples to generalizations about life.

7.2.
Grade Level Indicator: Write responses to literature that: advance a judgment that is interpretative, analytical, evaluative or reflective; support key ideas and viewpoints with accurate and detailed references to the text or to other works and authors; analyze the author's use of stylistic devices and express an appreciation of the effects the devices create; identify and assess the impact of possible ambiguities, nuances and complexities within text; anticipate and answer a reader's questions, counterclaims or divergent interpretations; and provide a sense of closure to the writing.

7.4.
Grade Level Indicator: Write informational essays or reports, including research, that: develop a controlling idea that conveys a perspective on the subject; create an organizing structure appropriate to purpose, audience and context; include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; make distinctions about the relative value and significance of specific data, facts and ideas; anticipate and address a reader's potential biases, misunderstandings and expectations; and provide a sense of closure to the writing.

OH.8.
Writing Conventions: Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

8.A.
Use correct spelling conventions.

8.B.
Use correct punctuation and capitalization.

8.C.
Demonstrate understanding of the grammatical conventions of the English language.

OH.9.
Research: Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

9.A.
Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted.

9.C.
Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources.

9.D.
Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.

9.E.
Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

9.1.
Grade Level Indicator: Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation.

9.3.
Grade Level Indicator: Determine the accuracy of sources and the credibility of the author by analyzing the sources' validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.).

9.4.
Grade Level Indicator: Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes.

9.5.
Grade Level Indicator: Integrate quotations and citations into written text to maintain a flow of ideas.

9.6.
Grade Level Indicator: Use style guides to produce oral and written reports that give proper credit for sources and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

9.7.
Grade Level Indicator: Use a variety of communication techniques including oral, visual, written or multimedia report to present information that supports a clear position about the topic or research question and defend the credibility and validity of the information presented.

OH.10.
Communications: Oral and Visual: Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

10.7.
Grade Level Indicator: Speaking Skills and Strategies: Vary language choices as appropriate to the context of the speech.

10.8.
Grade Level Indicator: Speaking Applications: Deliver informational presentations (e.g., expository, research) that: present a clear and distinctive perspective on the subject; present events or ideas in a logical sequence; support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology to enhance presentation; and draw from and cite multiple sources, including both primary and secondary sources, and consider the validity and reliability of sources.

10.10.
Grade Level Indicator: Speaking Applications: Deliver persuasive presentations that: establish and develop a logical and controlled argument; include relevant evidence, differentiating between evidence and opinion, to support a position and to address counter-arguments or listener biases; use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution); and use speaking techniques (e.g., reasoning, emotional appeal, case studies or analogies).